Collaborators: Melinda Lanham -- blue Amanda Boswell -- gold Dr. M. - purple
The mind-mapping tool made using Popplet.com:
A graphic organizer differs from a worksheet in several important ways.
Worksheet
Graphic Organizer
One correct response for each question or blank
A diversity of responses can be correct
Formal test-like quality to practice or assess knowledge
Not standardized, more open-ended
Usually does not include teaching (new information)
Can include new information to capitalize on instructional potential
Reading Comprehension Strategy: Questioning Instructional Level: High School
Planning
Reading Comprehension Strategy (RCS)
vName the RCS. Questioning
vWhich AASL ONE or TWO indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator. 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. 2.1.2 Organize knowledge so it is useful.
Reading Development Level High School...9th-10th Advancing
Instructional Strategies
vWhich of these research-based instructional strategies have you used in your teaching? Name them. I have used these research-based instructional strategies: -Identifying similarities and differences -Summarizing and note taking -Nonlinguistic representations -Cooperative learning -Setting objectives and providing feedback -Questions, cues, and advanced organizers I have used: -Identifying similarities and differences -Nonlinguistic representations -Cooperative learning
vWhich of these instructional strategies do you need to learn? Name them and describe them. I need to get better at teaching effective note taking and summarization. Cornell Notes are the standard in my classroom and on my campus, but I would like to explore some other strategies for note taking. I think it would be especially helpful to introduce students to some technology based note taking methods. I really like the idea of "note making" instead of "note taking". This concept seems to better illustrate the importance of the skill. I need to learn to use summarizing and note taking, setting objectives and providing feedback, and questions, cues, and advance organizers. As a math teacher, I do not generally use a variety of instructional strategies. Summarizing and note taking is not useful or needed in the levels of math I teach but would be useful in teaching technology or a collaborative lesson with non-math (or advanced math) classes. Setting objectives and providing feedback would be helpful in a self-paced math program but that is not what we use at my school. This strategy would be useful for any type of project or other self-paced activity. Questions, cues, and advance organizers are good for inquiry, which is another thing we do not generally do in math. However, this would be a useful instructional strategy for the library as many of the things done in the library involve inquiry.
Yes! to you both. Teaching notemaking and summarizing are the foundations on which much of our library work is built. Learning multiple strategies for both helps us reach more learners. (Amanda could you practice these in math class using word problems as the text?) Advance organizers are also useful, particularly when we need students to build background knowledge fast (as is often the case in secondary lessons).
Lesson Length
vWhat are your questions about the lesson length? You must have at least one. See page 15 (CS4TRC) or page 17 (CRCSSSL). --If time does not permit the extension of the lesson, what might be the least impacting item(s) to eliminate or combine? --If the lesson runs over, should it be given as homework or continued in class? Which is more beneficial to the student? --How could I effectively reteach for the students that just aren’t getting it? --Could this two-session lesson be squeezed into a 90 minute block? --If completing this lesson with both on- and above-level classes, how would the number of sessions change? --What would a good stopping point be if the lesson had to be split between two periods? --What could the students do/learn about/etc. in the interim so as to not lose the information taught the previous week? All great questions! And all suggest that coplanning with the classroom teacher who knows more about her class is essential. Scheduling a bit of extra time on the library schedule does not hurt. (Librarians can always "fill" the time if it's not needed.) It's better to err on the side of too much time.
Note: If you have worked within the constraints of a fixed schedule in which students come to the library just one time per week, there are many options for increasing the amount of time you spend with students. School librarians must think about the fact that NO other teachers in their buildings introduce and teach a concept on Tuesday morning at 10:00 and NEVER mention it again until the next Tuesday morning at 10:00. This is simply not an effective instructional practice. What are your strategies for getting out of the fixed schedule library box? If I were working on a fixed schedule system in my library, I would make sure I was showing the principals the benefit of collaboration by sharing examples of project ideas and end products. It would also be even more important to collaborate with teachers and become a valuable asset to their lesson planning so they can also advocate for the program. It would be effective to integrate lessons students could use in multiple classes and situations so the impact was apparent all over the school. In my experience, many teachers are happy to take their students to the library and let the librarian lead the class in an activity. Perhaps it could be arranged with the teacher to have the class(es) come in on a series of days, rather than their regularly scheduled weekly library time. This might required teachers to trade times or the librarian to give up her off periods but it would only be temporary. In a school with block scheduling, fewer sessions would be required because two sessions could be fit into one block. However, for a lesson longer than two sessions, there would still be the week-long stretch between lessons. Yes! to both educating principals and giving teachers a taste of the possibilities. Fortunately for secondary librarians, this is not usually an issue.
Purpose
vHow is the purpose of the lesson connected—or not connected—to your idea of the type of instruction that “should” take place in the school library? The development of good questioning strategies is a vital piece to effective literacy instruction. Teaching reading literacy should be the primary focus of the library. A lesson like this will be evident in many classes. If students begin to carry and “own” the information from class to class, then it is truly effective. With the connections they will make the learning will be apparent to all of the stakeholders. This will help build the library as the learning hub of the campus. Questioning is essential for critical thinking, decision making, inquiry learning, and self-study. In my opinion questioning is the most important skill because it is something students will continue to use in their daily lives even as adults. Questioning can also be challenging to teach because students may not be able to follow the thought process of another individual and therefore may not see the benefits if questioning. Fortunately humans are naturally inquisitive and students will question things on their own without having been taught. The library is a place to continue and expand upon the instruction that goes on in the traditional classroom, as well as to enable students to make connections between concepts and follow their own inquiry. Agreed! It is important to remember that we often have to reteach teens to ask questions (and keep the focus on questions rather than answers). In school, students can become accustomed to teachers asking ALL the questions!
Objectives 1. Pose and record, before, during, and after questions on the category matrix. 2. Categorize questions based on the possible location of the answer: on the line, between the lines, or unanswered in the text. 3. Evaluate questions and determine their relative importance in comprehending the text.
vList at least one verb that is used to name what students will do for every objective in this lesson; list the corresponding level on Bloom’s. Use this chart.
Objective
Verb
Level on Bloom’s
Objective 1
Record
Remember
Objective 2
Categorize
Analyze
Objective 1
Pose
Understanding
Objective 1
Record
Understanding
Objective 2
Categorize
Analyzing
Objective 3
Evaluate
Evaluating
Objective 3
Determine
Evaluating
Excellent
Resources, Materials, and Equipment
Children’s Literature, Young Adult Literature, or Other Resources 5.2 Editorial cartoon “Asterisk,” by David Fitzsimmons
Websites The Editorial Cartoons of Clay Bennett: www.claybennett.com/archives.html
Graphic Organizers (Graphic organizers for both books are on the ALA Editions Web Extras Web site.) 5.2 Category Matrix, 5.2 Teacher Resource (completed Category Matrix), 5.2 Question Evaluation Graphic Organizer, 5.2 Teacher Resource (completed Question Evaluation Graphic Organizer)
Materials Highlighters (3 colors) for educators, fine highlighters (same 3 colors) for students Of course, if graphic organizers are distributed electronically these are unnecessary.
Equipment Overhead, data projector, interactive whiteboard
vWhich are the different formats or genres used to support learners? --Print text --Online text --Political cartoon --Group work --Overhead projector --ELMO --Smartboard --Computers/IPads --Websites Different formats or genres used for this lesson are a print text, web resource, graphic organizer, and multiple colors of highlighters. Yes! to the variety.
vWhich technology tools are used? If technology is not used in this lesson, do you think there are appropriate tools to help students meet the lesson objectives? Name those tools and how you would use them. This lesson can be accomplished with minimal technology or enhanced with more technology. It makes it easily adaptable regardless of the school’s resources. Technology tools used are a web resource, then an overhead, a data projector, or an interactive whiteboard. Other technology tools that could be used are Popplet, WallWisher, or a similar brainstorming/notetaking Web 2.0 tool for the students to record their questions. Similar tools could be used for the categorizing objective. The purpose and objectives do not make it clear if this is a group or individual project but I think it would be great to put the final questions on Edmodo, Wikispaces, or a blogging website in order to have other students in the class evaluate them. Brilliant! Published lessons have to be able to be taught in all environments. That said, NEVER let a published lesson plan limit your creativity.
Collaboration
vHow does this lesson maximize the benefits of two (or more) educators coteaching? Be specific. This is a great lesson to use to model collaboration. With the benefit of two teachers, the students will see a great example of how to interact and generate ideas. Leading by example will allow for the students to connect more with the assignment and expand off of what the co-teachers model. This will also allow for a more help available to the students once the begin working on their own. Both of the educators are available to monitor and assist the small groups. When students work in small groups it can be challenging to work with all of the groups when there is only one adult. In addition, the two (or more) can model questioning strategies for the students by bouncing questions off each other. This demonstrates both the importance of questioning, as well as the importance of collaboration. Yes!
Assessment
vAre there multiple methods/tools for educators to student outcomes? If there’s one, name it. If there are multiple, name them. Yes, there are multiple methods to assess the students throughout the lessons. An example of this would be the student's questioning matrices. They will help to assess the students’ ability to ask questions before, during, and after reading to determine question-answer relationships. The students can also be assessed on the writing of the metaphor and their abilities to work within a group. Yes, students complete matrices on questioning, graphic organizers for the second political cartoon, and written reflections to demonstrate their accomplishments. Agreed!
vAre there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they? Students can self assess by reviewing the graphic organizers throughout the lessons. Since the teacher and librarian modeled the expectations, they may compare their own work to that standard. They will also produce a reflective piece at the end and this will serve as a great self assessment. If they determine they have not completed the task as required, they could be afforded the opportunity to revise and correct. While this is not specifically stated, there is an opportunity for students to self assess their matrices if the educators make known the criteria for the completion of the matrices. Yes! a writing rubric for the one-paragraph reflection may be helpful - one that is used frequently by students and teachers is ideal!
Standards Reading and/or writing 110.31b12 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. (A) compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts; 110.53.b.3 The student writes to investigate self-selected and assigned topics. The student is expected to: (A) use writing to formulate questions, refine topics, and clarify ideas; Brilliant! I appreciate your careful selection. "Less is more."
Listening and speaking 110.31.b.24 Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) listen responsively to a speaker by framing inquiries that reflect an understanding of the content and by identifying the positions taken and the evidence in support of those positions; and(B) evaluate the clarity and coherence of a speaker's message and critique the impact of a speaker's diction and syntax on an audience. 110.31b26 Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building, and setting ground rules for decision-making.
Other content areas -WOW! Great connection. Can you select just one or two of these that are most germane to the lesson? -113.42.b.9 State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week. (A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement. (B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
113.42.b.10 Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.
113.43.b.9 State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week. (A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement. (B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
113.43.b.10 Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.
Information literacy 110.49.b.1 The student recognizes/interprets visual representations as they apply to visual media. The student is expected to: (B) distinguish the purposes of various media forms such as information, entertainment, and persuasion; and (C) recognize strategies used by media to inform, persuade, entertain, and transform culture such as advertising, perpetuation of stereotypes, use of visual representations, special effects, and language.
110.49.b.2 The student analyzes and critiques the significance of visual representations. The student is expected to: (D) explore the emotional and intellectual effects of visual media on viewers
110.62.b.2 The student demonstrates an understanding of the different forms of media and the different types of journalistic writing. The student is expected to: (B) distinguish the similarities and differences of news, feature, and opinion writing.
Educational technology 126.46.c.1 Creativity and innovation. The student demonstrates creative thinking, constructs knowledge, and develops innovative products and processes using technology. The student is expected to: (A) demonstrate proficiency in the use of local and online collaboration
vWhat content-area standards are integrated into this lesson? List them. Use specific standards from state standards in Texas or the state you and your partner have negotiated. For freshman level world geography and sophomore level world history, the only content-area standards that are integrated into this lesson are in regard to Celebrate Freedom Week. Both classes include the same text and it is given below.
State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week. (A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement. (B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed." Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.
vWhich AASL indicators align with this lesson? Give both the number and the description for each. 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. 2.1.2 Organize knowledge so it is useful 2.1.4 Use technology and other information tools to analyze and organize information 2.3.2 Consider diverse and global perspectives in drawing conclusions 4.4.4 Interpret new information based on cultural and social context
Implementation
Process Motivation
vWill this invitation to learn be effective in capturing students’ interest? Why or why not? This lesson will catch the students’ attention with the use of political cartoons and graphic novels. Both cartoons and graphic novels are areas of high interest for students. They likely feel more confident with these resources and are able open themselves up to the questioning strategies as the lesson develops. By using familiar formats, the students will connect to the text and draw upon prior knowledge to strengthen these connections. Yes, this invitation will be effective in capturing students’ interest because it draws a connection to graphic novels. Graphic novels are extremely popular right now and students will be surprised to see their teachers supporting a graphic novel-type document. Agreed!
vWhat are your ideas to increase student buy-in to this lesson? Give at least one. One way to increase buy-in with this lesson is to share current cartoons the students might connect with quickly. Political Cartoons with celebrities, recent events, pop culture, etc. may provide a connection to build into the other political cartoons in the lesson. While graphic novels are popular, not all students are into them. Students who are not into graphic novels may enjoy reading the comics in the newspaper. Tying political cartoons to the comics may help grab an additional demographic. Another way to increase student buy-in may be to show a political cartoon or other satirical visual of something that applies to them, like teachers, student government officers (with their permission), teen celebrities, or even fictional characters. Agreed again - yes to making connections to pop culture and students' personal experiences through cartoon examples!
Student-friendly Objectives
vAre these objectives at the instructional level of the targeted students? Give an example. Yes, these objectives are student friendly because they are concise and written at a level that students at the high school level would be able to understand. Specifically, objective 2 on day 1 states “Decide the question category.” This objective, like the others, is short and concise and gives a direct action to the student. Yes, these objectives should be completely understood by the students. They know how to ask questions and are able to categorize questions when given the categories. Agreed!
vAre there terms in these objectives that may need to be taught to students? Give an example. A term that may need to be taught to the students would be QAR or question-answer-relationship. The teacher and librarian will need to make sure that the students understand this or they will not be able to complete the task. This is a high level connection that many students may find unfamiliar. Most likely the students will not know what QAR means. Unless they have had a questioning lesson before, they will probably be unfamiliar with this term. Agreed! Teaching the QAR strategy is central to this lesson. To reinforce this (new) learning, educators can codevelop extensions that give students more practice.
Presentation
vDescribe the modeling aspect of this lesson. This lesson has the benefit of two educators modeling the questioning process as they read through the cartoon. More things will be revealed with two perspectives and examples. This will help students understand the thought process they will need to exercise to complete the matrix. On the first day each educator shares questions before, during, and after reading the cartoon and the other records the questions in the matrix. The first models how to perform the questioning, the second models how to record the questions onto the matrix. On the second day the educators discuss metaphors and model brainstorming possible metaphors. Agreed!
vHow are the benefits of two or more educators maximized in the presentation component? With two or more educators, they can model the actual collaboration process so the students can see exactly how they interact with one another. They can then connect that back to their group interactions and use that as a guide for their own group process. On the first day the presentation requires two educators – one to talk and one to write. On the second day there is not a need for two or more educators for the presentation portion of the lesson. Agreed! This lesson could be taught by one person - but not as effectively IMHO.
Student Participation Procedures or Student Practice Procedures
vAre the directions clear? Give an example. The directions are clear if you consider the fact that the teacher and librarian just modeled many of the skills. One area that may be of slight confusion may be to “Code the QAR for each question asked.” The students may need to be reminded that the coding is the highlighting using the three colors. Yes, the directions include only terminology the students would know – raise, ask, propose, discuss, pose, record, determine, code – assuming the acronym QAR has been explained and that students are clear on how to compose a metaphor.
Guided Practice
vHow are the benefits of two or more educators maximized in the guided practice component? The students will benefit from multiple educators by seeing the modeling from different perspectives. This will help clarify and connect them to the lesson. They will also have the support of two educators when they begin independent practice. The teacher and librarian can monitor and support the students more effectively. Having two or more educators allows more groups to be assisted and guided through the activity. With only one educator, only one group would be able to be helped at a time. Two educators double that rate. Agreed!
Closure
vAre students active in the closure component? What are students doing for closure? All students are active because they must pair and share their responses to the cartoon. Since they are sharing with a partner they will be still be active in the process even if they don’t share with the entire group. Yes, in the closure component students are sharing and discussing their questions, and challenges they faced. On the second day students are discussing their cartoons and all the aspects of those cartoons with members of groups who did different cartoons. Agreed!
Reflection
vHow is the reflection component related to the learning objectives? The closure directly reinforces the learning objectives by connecting the closure back to the elements outlined in the objectives. This brings the lesson full circle and connects the students back to the objective of the lesson. The reflection component shows students the purpose and importance of each of the objectives they were presented with. This was one of the objectives on the second day. Agreed!
Extensions
vWhat are your other ideas for extensions to this lesson? Describe at least one. A possible extension would be the use of a collaboration tool such as Popplet or Padlet. Students may be more engaged with the integration of a Web 2.0 tool. In addition, this would add in another type of literacy to the lesson. These tools are very easy to use and would easily be integrated into any curriculum. One extension to this lesson could be to have students develop metaphors for other learning or reading strategies.
Good - practicing the QAR strategy is also a great way to reinforce the RCS questioning and this particular tool (QAR) as well.
Melinda Lanham -- blue
Amanda Boswell -- gold
Dr. M. - purple
The mind-mapping tool made using Popplet.com:
A graphic organizer differs from a worksheet in several important ways.
Reading Comprehension Strategy: Questioning
Instructional Level: High School
Planning
Reading Comprehension Strategy (RCS)vName the RCS.
Questioning
vWhich AASL ONE or TWO indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator.
1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.
2.1.2 Organize knowledge so it is useful.
Reading Development Level
High School...9th-10th Advancing
Instructional Strategies
vWhich of these research-based instructional strategies have you used in your teaching? Name them.
I have used these research-based instructional strategies:
-Identifying similarities and differences
-Summarizing and note taking
-Nonlinguistic representations
-Cooperative learning
-Setting objectives and providing feedback
-Questions, cues, and advanced organizers
I have used:
-Identifying similarities and differences
-Nonlinguistic representations
-Cooperative learning
vWhich of these instructional strategies do you need to learn? Name them and describe them.
I need to get better at teaching effective note taking and summarization. Cornell Notes are the standard in my classroom and on my campus, but I would like to explore some other strategies for note taking. I think it would be especially helpful to introduce students to some technology based note taking methods. I really like the idea of "note making" instead of "note taking". This concept seems to better illustrate the importance of the skill.
I need to learn to use summarizing and note taking, setting objectives and providing feedback, and questions, cues, and advance organizers. As a math teacher, I do not generally use a variety of instructional strategies. Summarizing and note taking is not useful or needed in the levels of math I teach but would be useful in teaching technology or a collaborative lesson with non-math (or advanced math) classes. Setting objectives and providing feedback would be helpful in a self-paced math program but that is not what we use at my school. This strategy would be useful for any type of project or other self-paced activity. Questions, cues, and advance organizers are good for inquiry, which is another thing we do not generally do in math. However, this would be a useful instructional strategy for the library as many of the things done in the library involve inquiry.
Yes! to you both. Teaching notemaking and summarizing are the foundations on which much of our library work is built. Learning multiple strategies for both helps us reach more learners. (Amanda could you practice these in math class using word problems as the text?) Advance organizers are also useful, particularly when we need students to build background knowledge fast (as is often the case in secondary lessons).
Lesson Length
vWhat are your questions about the lesson length? You must have at least one. See page 15 (CS4TRC) or page 17 (CRCSSSL).
--If time does not permit the extension of the lesson, what might be the least impacting item(s) to eliminate or combine?
--If the lesson runs over, should it be given as homework or continued in class? Which is more beneficial to the student?
--How could I effectively reteach for the students that just aren’t getting it?
--Could this two-session lesson be squeezed into a 90 minute block?
--If completing this lesson with both on- and above-level classes, how would the number of sessions change?
--What would a good stopping point be if the lesson had to be split between two periods?
--What could the students do/learn about/etc. in the interim so as to not lose the information taught the previous week?
All great questions! And all suggest that coplanning with the classroom teacher who knows more about her class is essential. Scheduling a bit of extra time on the library schedule does not hurt. (Librarians can always "fill" the time if it's not needed.) It's better to err on the side of too much time.
Note: If you have worked within the constraints of a fixed schedule in which students come to the library just one time per week, there are many options for increasing the amount of time you spend with students. School librarians must think about the fact that NO other teachers in their buildings introduce and teach a concept on Tuesday morning at 10:00 and NEVER mention it again until the next Tuesday morning at 10:00. This is simply not an effective instructional practice. What are your strategies for getting out of the fixed schedule library box?
If I were working on a fixed schedule system in my library, I would make sure I was showing the principals the benefit of collaboration by sharing examples of project ideas and end products. It would also be even more important to collaborate with teachers and become a valuable asset to their lesson planning so they can also advocate for the program. It would be effective to integrate lessons students could use in multiple classes and situations so the impact was apparent all over the school.
In my experience, many teachers are happy to take their students to the library and let the librarian lead the class in an activity. Perhaps it could be arranged with the teacher to have the class(es) come in on a series of days, rather than their regularly scheduled weekly library time. This might required teachers to trade times or the librarian to give up her off periods but it would only be temporary. In a school with block scheduling, fewer sessions would be required because two sessions could be fit into one block. However, for a lesson longer than two sessions, there would still be the week-long stretch between lessons.
Yes! to both educating principals and giving teachers a taste of the possibilities. Fortunately for secondary librarians, this is not usually an issue.
Purpose
vHow is the purpose of the lesson connected—or not connected—to your idea of the type of instruction that “should” take place in the school library?
The development of good questioning strategies is a vital piece to effective literacy instruction. Teaching reading literacy should be the primary focus of the library. A lesson like this will be evident in many classes. If students begin to carry and “own” the information from class to class, then it is truly effective. With the connections they will make the learning will be apparent to all of the stakeholders. This will help build the library as the learning hub of the campus.
Questioning is essential for critical thinking, decision making, inquiry learning, and self-study. In my opinion questioning is the most important skill because it is something students will continue to use in their daily lives even as adults. Questioning can also be challenging to teach because students may not be able to follow the thought process of another individual and therefore may not see the benefits if questioning. Fortunately humans are naturally inquisitive and students will question things on their own without having been taught. The library is a place to continue and expand upon the instruction that goes on in the traditional classroom, as well as to enable students to make connections between concepts and follow their own inquiry.
Agreed! It is important to remember that we often have to reteach teens to ask questions (and keep the focus on questions rather than answers). In school, students can become accustomed to teachers asking ALL the questions!
Objectives
1. Pose and record, before, during, and after questions on the category matrix.
2. Categorize questions based on the possible location of the answer: on the line, between the lines, or unanswered in the text.
3. Evaluate questions and determine their relative importance in comprehending the text.
vList at least one verb that is used to name what students will do for every objective in this lesson; list the corresponding level on Bloom’s. Use this chart.
Resources, Materials, and Equipment
Children’s Literature, Young Adult Literature, or Other Resources
5.2 Editorial cartoon “Asterisk,” by David Fitzsimmons
Websites
The Editorial Cartoons of Clay Bennett: www.claybennett.com/archives.html
Graphic Organizers (Graphic organizers for both books are on the ALA Editions Web Extras Web site.)
5.2 Category Matrix, 5.2 Teacher Resource (completed Category Matrix), 5.2 Question Evaluation Graphic Organizer, 5.2 Teacher Resource (completed Question Evaluation Graphic Organizer)
Materials
Highlighters (3 colors) for educators, fine highlighters (same 3 colors) for students
Of course, if graphic organizers are distributed electronically these are unnecessary.
Equipment
Overhead, data projector, interactive whiteboard
vWhich are the different formats or genres used to support learners?
--Print text
--Online text
--Political cartoon
--Group work
--Overhead projector
--ELMO
--Smartboard
--Computers/IPads
--Websites
Different formats or genres used for this lesson are a print text, web resource, graphic organizer, and multiple colors of highlighters.
Yes! to the variety.
vWhich technology tools are used? If technology is not used in this lesson, do you think there are appropriate tools to help students meet the lesson objectives? Name those tools and how you would use them.
This lesson can be accomplished with minimal technology or enhanced with more technology. It makes it easily adaptable regardless of the school’s resources.
Technology tools used are a web resource, then an overhead, a data projector, or an interactive whiteboard. Other technology tools that could be used are Popplet, WallWisher, or a similar brainstorming/notetaking Web 2.0 tool for the students to record their questions. Similar tools could be used for the categorizing objective. The purpose and objectives do not make it clear if this is a group or individual project but I think it would be great to put the final questions on Edmodo, Wikispaces, or a blogging website in order to have other students in the class evaluate them.
Brilliant! Published lessons have to be able to be taught in all environments. That said, NEVER let a published lesson plan limit your creativity.
Collaboration
vHow does this lesson maximize the benefits of two (or more) educators coteaching? Be specific.
This is a great lesson to use to model collaboration. With the benefit of two teachers, the students will see a great example of how to interact and generate ideas. Leading by example will allow for the students to connect more with the assignment and expand off of what the co-teachers model. This will also allow for a more help available to the students once the begin working on their own.
Both of the educators are available to monitor and assist the small groups. When students work in small groups it can be challenging to work with all of the groups when there is only one adult. In addition, the two (or more) can model questioning strategies for the students by bouncing questions off each other. This demonstrates both the importance of questioning, as well as the importance of collaboration.
Yes!
Assessment
vAre there multiple methods/tools for educators to student outcomes? If there’s one, name it. If there are multiple, name them.
Yes, there are multiple methods to assess the students throughout the lessons. An example of this would be the student's questioning matrices. They will help to assess the students’ ability to ask questions before, during, and after reading to determine question-answer relationships. The students can also be assessed on the writing of the metaphor and their abilities to work within a group.
Yes, students complete matrices on questioning, graphic organizers for the second political cartoon, and written reflections to demonstrate their accomplishments.
Agreed!
vAre there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they?
Students can self assess by reviewing the graphic organizers throughout the lessons. Since the teacher and librarian modeled the expectations, they may compare their own work to that standard. They will also produce a reflective piece at the end and this will serve as a great self assessment. If they determine they have not completed the task as required, they could be afforded the opportunity to revise and correct.
While this is not specifically stated, there is an opportunity for students to self assess their matrices if the educators make known the criteria for the completion of the matrices.
Yes! a writing rubric for the one-paragraph reflection may be helpful - one that is used frequently by students and teachers is ideal!
Standards
Reading and/or writing
110.31b12 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
(A) compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts;
110.53.b.3 The student writes to investigate self-selected and assigned topics. The student is expected to:
(A) use writing to formulate questions, refine topics, and clarify ideas;
Brilliant! I appreciate your careful selection. "Less is more."
Listening and speaking
110.31.b.24 Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) listen responsively to a speaker by framing inquiries that reflect an understanding of the content and by identifying the positions taken and the evidence in support of those positions; and(B) evaluate the clarity and coherence of a speaker's message and critique the impact of a speaker's diction and syntax on an audience.
110.31b26 Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building, and setting ground rules for decision-making.
Other content areas - WOW! Great connection. Can you select just one or two of these that are most germane to the lesson?
-113.42.b.9 State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
(A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
(B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
113.42.b.10 Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.
113.43.b.9 State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
(A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
(B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
113.43.b.10 Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.
Information literacy
110.49.b.1 The student recognizes/interprets visual representations as they apply to visual media. The student is expected to:
(B) distinguish the purposes of various media forms such as information, entertainment, and persuasion; and
(C) recognize strategies used by media to inform, persuade, entertain, and transform culture such as advertising, perpetuation of stereotypes, use of visual representations, special effects, and language.
110.49.b.2 The student analyzes and critiques the significance of visual representations. The student is expected to:
(D) explore the emotional and intellectual effects of visual media on viewers
110.62.b.2 The student demonstrates an understanding of the different forms of media and the different types of journalistic writing. The student is expected to:
(B) distinguish the similarities and differences of news, feature, and opinion writing.
Educational technology
126.46.c.1 Creativity and innovation. The student demonstrates creative thinking, constructs knowledge, and develops innovative products and processes using technology. The student is expected to:
(A) demonstrate proficiency in the use of local and online collaboration
vWhat content-area standards are integrated into this lesson? List them. Use specific standards from state standards in Texas or the state you and your partner have negotiated.
For freshman level world geography and sophomore level world history, the only content-area standards that are integrated into this lesson are in regard to Celebrate Freedom Week. Both classes include the same text and it is given below.
State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
(A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
(B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.
vWhich AASL indicators align with this lesson? Give both the number and the description for each.
1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.
2.1.2 Organize knowledge so it is useful
2.1.4 Use technology and other information tools to analyze and organize information
2.3.2 Consider diverse and global perspectives in drawing conclusions
4.4.4 Interpret new information based on cultural and social context
Implementation
ProcessMotivation
vWill this invitation to learn be effective in capturing students’ interest? Why or why not?
This lesson will catch the students’ attention with the use of political cartoons and graphic novels. Both cartoons and graphic novels are areas of high interest for students. They likely feel more confident with these resources and are able open themselves up to the questioning strategies as the lesson develops. By using familiar formats, the students will connect to the text and draw upon prior knowledge to strengthen these connections.
Yes, this invitation will be effective in capturing students’ interest because it draws a connection to graphic novels. Graphic novels are extremely popular right now and students will be surprised to see their teachers supporting a graphic novel-type document.
Agreed!
vWhat are your ideas to increase student buy-in to this lesson? Give at least one.
One way to increase buy-in with this lesson is to share current cartoons the students might connect with quickly. Political Cartoons with celebrities, recent events, pop culture, etc. may provide a connection to build into the other political cartoons in the lesson.
While graphic novels are popular, not all students are into them. Students who are not into graphic novels may enjoy reading the comics in the newspaper. Tying political cartoons to the comics may help grab an additional demographic. Another way to increase student buy-in may be to show a political cartoon or other satirical visual of something that applies to them, like teachers, student government officers (with their permission), teen celebrities, or even fictional characters.
Agreed again - yes to making connections to pop culture and students' personal experiences through cartoon examples!
Student-friendly Objectives
vAre these objectives at the instructional level of the targeted students? Give an example.
Yes, these objectives are student friendly because they are concise and written at a level that students at the high school level would be able to understand. Specifically, objective 2 on day 1 states “Decide the question category.” This objective, like the others, is short and concise and gives a direct action to the student.
Yes, these objectives should be completely understood by the students. They know how to ask questions and are able to categorize questions when given the categories.
Agreed!
vAre there terms in these objectives that may need to be taught to students? Give an example.
A term that may need to be taught to the students would be QAR or question-answer-relationship. The teacher and librarian will need to make sure that the students understand this or they will not be able to complete the task. This is a high level connection that many students may find unfamiliar.
Most likely the students will not know what QAR means. Unless they have had a questioning lesson before, they will probably be unfamiliar with this term.
Agreed! Teaching the QAR strategy is central to this lesson. To reinforce this (new) learning, educators can codevelop extensions that give students more practice.
Presentation
vDescribe the modeling aspect of this lesson.
This lesson has the benefit of two educators modeling the questioning process as they read through the cartoon. More things will be revealed with two perspectives and examples. This will help students understand the thought process they will need to exercise to complete the matrix.
On the first day each educator shares questions before, during, and after reading the cartoon and the other records the questions in the matrix. The first models how to perform the questioning, the second models how to record the questions onto the matrix. On the second day the educators discuss metaphors and model brainstorming possible metaphors.
Agreed!
vHow are the benefits of two or more educators maximized in the presentation component?
With two or more educators, they can model the actual collaboration process so the students can see exactly how they interact with one another. They can then connect that back to their group interactions and use that as a guide for their own group process.
On the first day the presentation requires two educators – one to talk and one to write. On the second day there is not a need for two or more educators for the presentation portion of the lesson.
Agreed! This lesson could be taught by one person - but not as effectively IMHO.
Student Participation Procedures or Student Practice Procedures
vAre the directions clear? Give an example.
The directions are clear if you consider the fact that the teacher and librarian just modeled many of the skills. One area that may be of slight confusion may be to “Code the QAR for each question asked.” The students may need to be reminded that the coding is the highlighting using the three colors.
Yes, the directions include only terminology the students would know – raise, ask, propose, discuss, pose, record, determine, code – assuming the acronym QAR has been explained and that students are clear on how to compose a metaphor.
Guided Practice
vHow are the benefits of two or more educators maximized in the guided practice component?
The students will benefit from multiple educators by seeing the modeling from different perspectives. This will help clarify and connect them to the lesson. They will also have the support of two educators when they begin independent practice. The teacher and librarian can monitor and support the students more effectively.
Having two or more educators allows more groups to be assisted and guided through the activity. With only one educator, only one group would be able to be helped at a time. Two educators double that rate.
Agreed!
Closure
vAre students active in the closure component? What are students doing for closure?
All students are active because they must pair and share their responses to the cartoon. Since they are sharing with a partner they will be still be active in the process even if they don’t share with the entire group.
Yes, in the closure component students are sharing and discussing their questions, and challenges they faced. On the second day students are discussing their cartoons and all the aspects of those cartoons with members of groups who did different cartoons.
Agreed!
Reflection
vHow is the reflection component related to the learning objectives?
The closure directly reinforces the learning objectives by connecting the closure back to the elements outlined in the objectives. This brings the lesson full circle and connects the students back to the objective of the lesson.
The reflection component shows students the purpose and importance of each of the objectives they were presented with. This was one of the objectives on the second day.
Agreed!
Extensions
vWhat are your other ideas for extensions to this lesson? Describe at least one.
A possible extension would be the use of a collaboration tool such as Popplet or Padlet. Students may be more engaged with the integration of a Web 2.0 tool. In addition, this would add in another type of literacy to the lesson. These tools are very easy to use and would easily be integrated into any curriculum.
One extension to this lesson could be to have students develop metaphors for other learning or reading strategies.
Good - practicing the QAR strategy is also a great way to reinforce the RCS questioning and this particular tool (QAR) as well.